<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM"^^ . "This study examines the humanistic concepts of Ibn Khaldun and Abraham\r\nMaslow and their relevance to Islamic Religious Education (PAI). Although\r\noriginating from different historical, cultural, and disciplinary contexts, both\r\nthinkers share a common concern for human development and the formation of an\r\nideal human being. Ibn Khaldun emphasizes the gradual nature of human\r\ndevelopment (tadarruj), the importance of habituation, the influence of social\r\nenvironments, and the formation of malakah as a deep and internalized\r\ncompetence. Meanwhile, Maslow proposes the hierarchy of human needs, ranging\r\nfrom physiological needs, safety, belongingness, esteem, to self-actualization and\r\ntranscendence. Both perspectives highlight the necessity of fulfilling basic and\r\npsychological needs as prerequisites for higher-level development.\r\nThis research is a library research employing historical and philosophical\r\napproaches. Data were collected from primary and secondary sources and\r\nanalyzed through content analysis techniques, including data condensation, data\r\npresentation, and conclusion drawing. The study aims to describe the humanistic\r\nconcepts of Ibn Khaldun and Abraham Maslow, identify their similarities and\r\ndifferences, and explore their relevance to the development of humanistic Islamic\r\nReligious Education.\r\nThe findings show that the humanistic concepts of both thinkers provide\r\nsignificant contributions to designing PAI learning that is more human-centered.\r\nIbn Khaldun’s emphasis on gradual learning, gentleness, and positive social\r\ninteraction aligns with Maslow’s fokus on psychological needs, a safe learning\r\nenvironment, and learner autonomy. Integrating these two perspectives results in a\r\nlearning model that is dialogical, participatory, learner-centered, and capable of\r\nfostering balanced cognitive, affective, social, moral, and spiritual development.\r\nLearning approaches such as student-centered learning, experiential learning,\r\nholistic education, and facilitative teaching strongly correspond with the\r\nhumanistic principles of Ibn Khaldun and Maslow.\r\nThis study concludes that synthesizing the humanistic concepts of Ibn\r\nKhaldun and Abraham Maslow offers a strong philosophical and pedagogical\r\nfoundation for developing Islamic Religious Education that is more relevant,\r\nhumanistic, and transformative. Such an approach enriches Islamic educational\r\ntheory and enhances learning effectiveness by guiding students toward mature\r\nspiritual growth and self-actualization."^^ . "2025-12-22" . . . . "UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . "FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA"^^ . . . . . . . . . "NIM.: 23204012039"^^ . "Saripudin"^^ . "NIM.: 23204012039 Saripudin"^^ . . . . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Text)"^^ . . . . . "23204012039_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf"^^ . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Text)"^^ . . . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Other)"^^ . . . . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Other)"^^ . . . . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Other)"^^ . . . . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Other)"^^ . . . . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Other)"^^ . . . . . . "lightbox.jpg"^^ . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Other)"^^ . . . . . . "preview.jpg"^^ . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Other)"^^ . . . . . . "medium.jpg"^^ . . . "KONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (Other)"^^ . . . . . . "small.jpg"^^ . . "HTML Summary of #74812 \n\nKONSEP HUMANISME IBNU KHALDUN DAN ABRAHAM MASLOW SERTA RELEVANSINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM\n\n" . "text/html" . . . "297.77 Pendidikan Agama Islam (Sekolah Islam, Pondok Pesantren, TPA, TPQ)" . .